18. 探究的な学習活動
動機づけとフィードバックMOTIVATION AND THE STUDY OF INSTRUCTION 301
TABLE3
Proposed Design Principles for Promoting Various Sources of Intrinsic
Motivation in Instructional Activities
Control:Promotestudent'ssenseof controlovertheactivity
Minimizeextrinsicconstraintson activity
If theactivityis of initialintrinsicinterest,avoiduseof superfluousextrinsic
contingencies,useminimalsufficientexternalpressure
Decreaseextrinisicconstraintsovertime
If theactivityis of littleinitialintrinsicinterest,useextrinsiccontingenciesas required,
thengraduallywithdrawthem
Minimizesalienceof extrinsicconstraints
Wheneverpossible,embedextrinsicconstraintsin theactivityitself
Challenge:Providestudentwitha continuouslychallengingactivity
Providegoalsof uncertainattainment,andfeedbackregardingaccomplishments
Presentgoalsof intermediatedifficultyto student
Providemultiplegoals, or multiplelevelsof goals,to ensurethattheactivityprovides
goalsappropriatefor studentsat differentlevelsof accomplishment
Curiosity:Provokestudent'scuriosity
Highlightareasof inconsistency,incompleteness,inelegancein student'sknowledge
Employactivityinvolvingdomains,actors,problemsof inherentinterestto student
Contextualization:Highlightfunctionalityof activity
Presentactivityin a naturalisticcontextof use
Presentactivityin a functionalsimulationor fantasycontext
conditions, one may wish to consider a "fading" strategy in which initially
necessary extrinsic constraints may be gradually withdrawn as the student
gains greater ability and self-confidence at the activity (Lepper & Greene,
1978b). A variety of strategies for the gradual withdrawal of external
contingencies-in order to promote persistence and generalization of
behavior change-are contained in the literature on behavioral control
techniques (e.g., Kazdin, 1977; Turkewitz, O'Leary, & Ironsmith, 1975).
Finally, independent of the initial intrinsic appeal of the activity, one may
wish to minimize the salience of extrinsic there are
▶ 学習活動の持続のために：(1) 達成の見込みが不確実な目標を与える
(2) 達成レベルをフィードバックしする (3) 中程度に困難な目標を
与える (4) 複数の目標を用意する [Lepper, 1988]
中四教連研究協議会 効果検証・探究的学習活動 平成 27 年 10 月 22 日 25 / 41
28. 引用文献
引用文献 I
[Clariana et al., 2000] Clariana, R. B., Wagner, D., and
Roher Murphy, L. C. (2000).
Applying a connectionist description of feedback timing.
Educational Technology Research and Development,
48:5–21.
[Clark, 2012] Clark, I. (2012).
Formative assessment: Assessment is for self-regulated
learning.
Educational Psychology Review, 24:205–249.
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29. 引用文献
引用文献 II
[Corno and Snow, 1986] Corno, L. and Snow, R. E. (1986).
Adapting teaching to individual differences among learners.
In Wittrock, M. C., editor, Handbook of Research on Teaching
(3rd Ed.), pages 605–629. American Educational Research
Association, Washington, DC.
[Cronbach and Snow, 1977] Cronbach, L. J. and Snow, R. E.
(1977).
Aptitudes and instructional methods: A handbook for research
on interactions.
Irvington Publishers, New York.
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30. 引用文献
引用文献 III
[Freebody and Tirre, 1985] Freebody, P. and Tirre, W. C. (1985).
Achievement outcomes of two reading programmes: An
instance of aptitude-treatment interaction.
British Journal of Educational Psychology, 55:53–60.
[Fuchs et al., 2014] Fuchs, L. S., Schumacher, R. F., Sterba,
S. K., Long, J., Namkung, J., Malone, A., Hamlett, C. L.,
Jordan, N. C., Gersten, R., Siegler, R. S., and Changas, P.
(2014).
Does working memory moderate the effects of fraction
intervention? An aptitude-treatment interaction.
Journal of Educational Psychology, 106:499–514.
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31. 引用文献
引用文献 IV
[Hattie, 2008] Hattie, J. (2008).
Visible learning: A synthesis of over 800 meta-analyses
relating to achievement.
Routledge, London.
[Hattie and Timperley, 2007] Hattie, J. and Timperley, H. (2007).
The power of feedback.
Review of Educational Research, 77:81–112.
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32. 引用文献
引用文献 V
[Kulhavy and Stock, 1989] Kulhavy, R. W. and Stock, W. A.
(1989).
Feedback in written instruction: The place of response
certitude.
Educational Psychology Review, 1:279–308.
[Lepper, 1988] Lepper, M. R. (1988).
Motivational considerations in the study of instruction.
Cognition and Instruction, 5:289–309.
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33. 引用文献
引用文献 VI
[M uller et al., 2015] M uller, B., Richter, T., Kri˘ean, A., Hecht, T.,
and Ennemoser, M. (2015).
Word recognition skills moderate the effectiveness of reading
strategy training in grade 2.
Learning and Individual Differences, 40:55–62.
[Ramaprasad, 1983] Ramaprasad, A. (1983).
On the definition of feedback.
Behavioural Science, 28:4–13.
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34. 引用文献
引用文献 VII
[Schimmel, 1983] Schimmel, B. J. (1983).
A meta-analysis of feedback to learners in computerized and
programmed instruction.
Paper presented at the annual meeting of the American
Educational Research Association, Montr´eal (ERIC
Document Reproduction Service No. 233708).
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